specially-designed nstruction … · • explore the relationship between specially designed...

SPECIALLY-DESIGNED INSTRUCTION: DIFFERENTIATING INTENSITY IN A MTSS

Objectives

Participants will: • Explore the relationship between specially designed

instruction, core instruction, and intervention

• Identify the critical elements of an intensive interventionframework to support students with and without disabilities tosuccessfully address learning needs in literacy andmathematics

• Review professional development and technical assistanceopportunities to support the provision of intensive interventionduring the 2013–14 school year

Multi-Tiered Instruction

• All instruction occurs within a three tiered system• Tier 1 - Core instruction provided to all students• Tier 2 - intervention provided to students in need of supplemental

instruction• Tier 3 - intervention provided to students in need of intensive

instruction

• Instruction is tiered, students are not• There is no such thing as a Tier 3 student

• All students receive instruction within this tiered system

• There is not a 4th Tier


• Goal of all tiers of instruction is to ensure each studentmasters grade-level standards and meets grade-levelexpectations

• All instruction must be accessible, comprehensible andsufficiently intense for all students in order to:– Maximize student engagement in instruction– Prevent students from acquiring new knowledge and skill gaps– Prevent the need for more intensive intervention

Reflect-Write-Discuss

• Independently consider the following questions and record your thoughts on your Reflection Journal (3 minutes):

• What of this information is consistent with what Ialready know?

• What of this is new to me?• What are my thoughts and feelings regarding

this information?

• Discuss your reflections with your neighbor (2minutes)

Universal Design for Learning • Simple exposure to instruction and instructional materials

does not result in learning

• Instruction and instructional materials must be accessible,comprehensible and engaging for learning to occur

• Universal Design for Learning (UDL)– Maximizing student access and engagement in the learning process

is best accomplished through the application of UDL principles

• Providing options within the learning environment foraccessing and interacting with content and fordemonstrating learning maximizes student engagement withcontent and supports all students to master learning goals


• Effective tiered instruction (Tier 2 and Tier 3) is fullyintegrated and aligned with core (Tier 1) instruction

• Tier 2 and Tier 3 instruction is provided supplemental toTier 1/Core instruction and should not supplant coreinstruction

• The instructional package received by a student (i.e., whichtiers of instruction are provided) is dependent on theintensity and severity of student need

Multi-Tiered System of Supports to ensure each student

These students receive these tiers achieves grade-level goals of instruction and expectations

+ =





this information?


Specially Designed Instruction

Specially Designed Instruction (SDI) refers to adaptations to the content, methodology or delivery of instruction to: • Address the unique needs of the child that result from child’s disability,• ensure access to the general education curriculum so that the child can

meet the educational standards that apply to all children (34 CFR §309.39(b)(3)) and

• are funded and guaranteed by IDEA and implemented via the individualeducational plan (IEP) process.

Specially Designed Instruction

• What is provided? Supports and services for SWD designed tospecifically address barriers to learning that result from the student’sdisability

• Where provided? SDI is a service and not a place and is deliveredacross all tiers of instruction according to the intensity of the student’sneeds.

• What tiers of instruction are provided? All students receive Tier 1instruction. Tier 2 and/or Tier 3 instruction is provided when theintensity and severity of a student’s needs demand supplementaland/or intensive intervention

SDI is integrated within, not separated from, tiered instruction

Integration of SDI within Tiers of Instruction

SDI within Tiered Instruction Example

140

120

100

80

60

Tier 3 Intervention with Integrated SDI

Tier 2 Intervention

with Integrated SDI

PM Data

40 Goal

20

0

Melinda Progress Monitoring Data: General Outcome

Big Ideas…

• The SDI a student receives is dependent on the impact ofhis/her disability and should be provided within all tiers ofinstruction

• The tiers of instruction a student receives is dependent onthe intensity and severity of his/her needs

• Any student who requires intensive supports to mastergrade-level standards, including students with disabilities,receives intensive intervention





this information?


FCAT Reading Proficiency Data by Cohort without Accounting for Non-Promoted Students or Dropouts

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

10th GR 2010

10th GR 2009

10th GR 2008

10th GR 2007

10th GR 2006

10th GR 2005

10th GR 2004

3rd 4th 5th 6th 7th 8th 9th 10th

Statewide Intervention Needs

Reading Proficiency for SWD Cohorts without Accounting for Nonpromoted Students or Dropouts

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

10th GR 2010

10th GR 2009

10th GR 2008

10th GR 2007

10th GR 2006

10th GR 2005

10th GR 2004


Statewide SWD Intervention Needs

Level 1 Reading Data by Cohort without Accounting for Non-promoted Students or Dropouts

100%

90%

80%

70%

10th GR 2010 60% 10th GR 2009

10th GR 2008 50%

10th GR 2007

10th GR 2006 40%

10th GR 2005

10th GR 2004 30%

20%

10%

0% 3rd 4th 5th 6th 7th 8th 9th 10th

Statewide Intensive Intervention Needs

Statewide SWD Intensive Intervention Needs

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Level 1 SWD Reading Data by Cohort without Accounting for Non-promoted Students or Dropouts

10th GR 2010

10th GR 2009

10th GR 2008

10th GR 2007

10th GR 2006

10th GR 2005

10th GR 2004

Big Ideas…

• A large percentage of our students are in need ofintervention, many need intensive support

• Some of the students with intensive needs are studentswith disabilities, many are not

• 34% of 2010 10th grade students scored Level 1 on thereading FCAT

• Epidemiology research indicates that <5% of learningissues are likely attributable to disability

Big Ideas

• It is critical to define, refine, and intensify our multi-tieredinstructional system to more effectively meet the needs of allstudents

• And, to specifically define and refine our intensiveintervention services to more effectively meet the needs ofstudents with intensive needs

• Responding effectively to student intervention needs willrequire ongoing collaboration and teaming between districtand school leadership; general, special and remedialteachers; student support personnel, as well as communityand family members





this information?


Intensive Intervention Framework

• Intensive Intervention definition• Intensive Intervention purpose• Intensive Intervention foci• Intensive intervention within a multi-tiered system• Who should receive intensive intervention• Which schools should plan for providing intensive intervention• Data-based multi-tiered instructional planning

• Tier I core instructional planning• Tier III intervention planning

• Tier III intervention best practices• Grouping• Time and frequency• Effective approaches and strategies

• Alignment and integration of tiered instruction• Progress monitoring and intervention refinement• Program evaluation

What is Intensive Intervention?

Instructional package designed to support student attainment of grade-level expectations and goals by:

• Closing knowledge and skill gaps• Preventing the accrual of new gaps by addressing the student’s proximal

needs• Promoting student engagement

Instructional Package includes: • Highly intense Tier III intervention, AND intensification of instruction in

Tiers I & II• Increased coherence and integration between tiered instruction

Implications for Tier 1 Instruction

• Regularly involve intervention providers and specialists inplanning

• Anticipate high probability and high intensity barriers toengagement and learning, particularly those introduced byinstructional methodology and materials

• Provide more explicit, systematic and guided instruction within a Universally Designed Learning (UDL) environment to prevent the acquisition of new knowledge and skill gaps

• Integrate tiered intervention strategies and supports topromote generalization

• Design Tier 3 interventions to address gaps and proximal needs (prevent gaps) while promoting student engagement

• Provide Tier 3 intervention individually or within small groupsto prevent the practice of high probability errors and allow forguided practice with immediate corrective feedback

• Determine time and frequency of Tier 3 intervention based onstudent needs and intervention research

• Utilize research-based strategies and supports with evidenceof effectiveness (i.e., impact on skill, general outcome,progress toward promotion/graduation)

• Utilize research-based strategies and supports with evidenceof effectiveness (i.e., impact on skill, general outcome,progress toward promotion/graduation)

• Plan for generalization of tiered supports and strategies tocore instruction and beyond

• Align interventions specifically with core content and pacing,and integrate core materials whenever possible

Implications for Tiered Instruction

• Choose transportable and normative intervention supportswhenever possible– e.g., Technology supports versus people-provided supports

• Teach students when and why to utilize specific strategies andsupports and to reflect upon and evaluate their impact onlearning

• Support core instruction providers to integrate effectivestrategies and supports into core instruction

Implications for Tiered Instruction

• Design master schedules to accommodate tiered interventionand ongoing team collaboration

• Ensure teams have access to the data, data analysis, andfacilitation support they need to engage in effective data-based planning and problem solving– Professional development– Job-embedded coaching– Effective feedback

• Monitor fidelity of implementation systematically problem solvebarriers to implementation





this information?


Framework Review Activity

1. Select facilitator, recorder and reporter2. As a group, review and discuss the assigned section

of the Intensive Intervention Framework or SpeciallyDesigned Instruction table

3. Record:• Big ideas of the assigned section• Differences between recommended practices and current

practices• Implications for district and school leaders, instructional

personnel, and student support personnel• The resources and supports district and schools will need

to implement the components

Remaining Questions

• On the 3x5 note-card provided at your table,record your remaining questions related to:• Specially Designed Instruction (SDI)• The relationship between SDI and tiered instruction• Intensive Intervention design and delivery

• Your questions will be used to frame a FAQguidance document

Professional Development and Technical Assistance

Multiple days of professional development focused on the “HOW” of implementation will be provided during the 2013-2014 school year

• Instructional Design for Students with Intensive Needs• Tier 3 Intervention Planning• Building Infrastructure and Implementation Support for

Intensive Intervention Delivery

Follow-up technical assistance to support district implementation will be provided throughout the school year

GTIPS

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